Abstract
I did not think very highly of homework in my primary and middle years and did not feel it very beneficial to my learning—in fact, it turned me off school. In my senior years, I developed my own pattern of study and admitted that homework in the senior years had benefit. Now as a pre-service teacher I approached my placements with the belief that homework was important, especially in the senior years, but the reality of my placements led me to question the benefits of mathematics homework in particular for my students. My practicum experiences led me to a belief that with mixed-ability classes, one size does not fit all, and as with in-class teaching, the homework also needed to be differentiated to meet the needs of the students and to keep them engaged. I conclude that I am not an advocate of homework for the sake of homework, but if well designed, homework can be a useful support for classroom learning.
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Mangohig, M.M. (2019). Mathematics Homework. In: Geng, G., Smith, P., Black, P., Budd, Y., Disney, L. (eds) Reflective Practice in Teaching. Springer, Singapore. https://doi.org/10.1007/978-981-13-9475-1_9
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DOI: https://doi.org/10.1007/978-981-13-9475-1_9
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